Arab World English Journal (AWEJ) Volume 13. Number2.  June 2022                                                   Pp.312-327

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The Impact of Self-Regulated Strategy Development on Enhancing Saudi Female English majors’
Reading Comprehension Skills and Self-Efficacy

Ashwaq A. Alreshoud
College of Languages and translation,
Al-Imam Mohammed Ibn Saud Islamic University, Riyadh, Saudi Arabia
Corresponding Author:

 Safaa M. Abdelhalim
College of Languages and translation
Al-Imam Mohammed Ibn Saud Islamic University, Riyadh, Saudi Arabia


Received: 3/26/2022                           Accepted:5/23/2022                       Published: 6/24/2022


The present study investigated the impact of self-regulated strategy development reading intervention on improving Saudi female English majors’ reading skills and reading self-efficacy.  The study is significant with respect to its implication for the pedagogy of English as a foreign/second language that hopefully may broaden insights into the self-regulated reading process and reading self-efficacy among Saudi female university students. The study addressed three main research questions: (1) What is the effect of self-regulated strategy development on enhancing first-year Saudi female English majors’ reading comprehension skills? (2) What is the impact of self-regulated strategy development on enhancing first-year Saudi female English majors’ reading self-efficacy? (3) What is the relationship between enhancing students’ reading comprehension skills and reading self-efficacy? Based on the quasi-experimental design, two intact classes of first-year EFL English majors at the college of languages and Translation, Imam University, were randomly assigned into two groups (control and experimental). The experimental group students (N=40) were taught using the self-regulated strategy development, while the control group (N=40) students were taught using the traditional teaching method. The research data were collected from two equivalent reading comprehension tests (pre-and post-tests) and a reading self-efficacy scale. The results revealed statistically significant differences between the two groups’ mean scores on the post-tests in favor of the experimental group. Results also indicated an enhancement in the experimental group students’ reading comprehension skills and subskills, and reading self-efficacy. Pedagogical implications for reading instruction and recommendations for future studies are discussed.
Keywords: Metacognitive strategies, reading comprehension skills, reading self-efficacy, Saudi English majors,
self-regulated learning, self-regulated strategy development

Cite as:  Alreshoud, A.A., & Abdelhalim, S.A. (2022). The Impact of Self-Regulated Strategy Development on Enhancing Saudi Female English majors’ Reading Comprehension Skills and Self-Efficacy. Arab World English Journal, 13 (2) 312-327.


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Received: 3/26/2022 
Accepted: 5/23/2022 
Published: 6/24/2022  

Safaa M. Abdelhalim– Professor of applied linguistics/ TESOL, College of Languages and Translation, Imam Mohammed Bin Saud Islamic University, and an international certified teacher trainer. Her areas of expertise include TESOL, EAL, CLIL, second language acquisition and assessment, computer-assisted language learning, teaching effectiveness and teacher education. She is an author of 18 research articles and three books in the field of applied linguistics. Her research interests lie in the areas of, L2 writing and reading, language assessment, use of corpus linguistics in language learning & teaching, and teacher cognition.

Ashwaq A. Alreshoud is a lecturer at College of Languages and Translation, Imam Mohammed Bin Saud Islamic University. She graduated with a bachelor’s degree in English language and its literature and a master’s degree in Applied Linguistics from Al-Imam Mohammad Ibin Saud Islamic University, Kingdom of Saudi Arabia, Riyadh. Her research interest includes L2 learning strategies.  ORCID: